Interpreting the Narratives of Non-Traditional Students: An Exploratory Study.

Shankar, Archana Daya

A study investigated the communication and learning problems of nontraditional students. Its methodology drew on case studies and interviews with 10 nontraditional students at two midwestern universities. Findings fit into various categories: curriculum, assignments, social isolation, classroom structure, theoretical framework, and interpersonal communication. First, college curriculums are designed for the traditional student and often do not given ample consideration to the needs of nontraditional students. Second, nontraditional students do not feel that assignments in their courses are designed with their needs in mind. Third, nontraditional students often feel socially isolated because of their age and because they commute. Fourth, sometimes the classroom structure dependent on sophisticated equipment and hardware presents problems for the reentry level students. Fifth, some nontraditional students would prefer to have more control of the direction of their studies. Sixth, some nontraditional students find faculty difficult to interact with, particularly those who have preconceived ideas about educational philosophy. This study suggests therefore that modifications in the educational system are in order. Curriculums could take into consideration the individual needs of students. Faculty advisers, support groups, and mentoring systems specifically designed for the nontraditional student could prove helpful. (Contains 12 references.) (TB)